@article{WegnerTamke2009,
  author    = {Wegner, Barbara and Tamke, Fanny},
  title     = {Organisationsmodelle und ihre Umsetzung},
  isbn      = {978-3-8309-2217-9},
  year      = {2009},
  language  = {de}
}
@article{WegnerMuecke2009,
  author    = {Wegner, Barbara and M{\"u}cke, Stephan},
  title     = {Ganztagsschule in Brandenburg},
  isbn      = {978-3-8309-2217-9},
  year      = {2009},
  language  = {de}
}
@article{WegnerBellinMularskiTamke2009,
  author    = {Wegner, Barbara and Bellin-Mularski, Nicole and Tamke, Fanny},
  title     = {Ganztagsschule in Deutschland},
  isbn      = {978-3-8309-2217-9},
  year      = {2009},
  language  = {de}
}
@article{Wegner2008,
  author    = {Wegner, Barbara},
  title     = {Auch eine Frage der Zeit : Leistungen von Kindern f{\"o}rdern und fordern},
  isbn      = {978-3-407-32102-2},
  year      = {2008},
  language  = {de}
}
@book{Weber1999,
  author    = {Weber, Max},
  title     = {Ausgew{\"a}hlte Schriften : Potsdamer Internet-Ausgabe (PIA)},
  editor    = {Flitner, Elisabeth},
  publisher = {Univ.},
  address   = {Potsdam},
  year      = {1999},
  language  = {de}
}
@book{Walter2001,
  author    = {Walter, Paul},
  title     = {Schule in der kulturellen Vielfalt : Beobachtungen und Wahrnehmungen interkulturellen Unterrichts},
  series = {Schule und Gesellschaft},
  volume    = {25},
  journal   = {Schule und Gesellschaft},
  editor    = {Hamburger, Franz and Horstkemper, Marianne and Melzer, Wolfgang and Tillmann, Klaus-J{\"u}rgen},
  publisher = {VS Verlag f{\"u}r Sozialwissenschaften},
  address   = {Wiesbaden},
  isbn      = {3-8100-2946-7},
  doi       = {10.1007/978-3-663-11339-3},
  pages     = {238 S. : graph. Darst.},
  year      = {2001},
  language  = {de}
}
@article{Walgenbach1992,
  author    = {Walgenbach, Wilhelm},
  title     = {Lernen und Lehren auf der Grundlage inhaltlich-logischer Verallgemeinerungen},
  series = {LLF-Berichte / Universit{\"a}t Potsdam, Zentrum f{\"u}r Lehrerbildung},
  volume    = {3},
  journal   = {LLF-Berichte / Universit{\"a}t Potsdam, Zentrum f{\"u}r Lehrerbildung},
  issn      = {0945-294X},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus-4267},
  year      = {1992},
  language  = {de}
}
@article{Wagner2019,
  author    = {Wagner, Nelli},
  title     = {Projektvorstellung „Berufsorientierung f{\"u}r Geisteswissenschaftlerinnen und Geisteswissenschaftler an der Universit{\"a}t Potsdam"},
  series = {Alles auf Anfang! Befunde und Perspektiven zum Studieneingang},
  journal   = {Alles auf Anfang! Befunde und Perspektiven zum Studieneingang},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  isbn      = {978-3-86956-452-4},
  issn      = {2192-1075},
  doi       = {10.25932/publishup-42854},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-428543},
  pages     = {273 -- 282},
  year      = {2019},
  language  = {de}
}
@article{Wagner2019,
  author    = {Wagner, Laura},
  title     = {Beratung in der Studieneingangsphase},
  series = {Alles auf Anfang! Befunde und Perspektiven zum Studieneingang},
  journal   = {Alles auf Anfang! Befunde und Perspektiven zum Studieneingang},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  isbn      = {978-3-86956-452-4},
  issn      = {2192-1075},
  doi       = {10.25932/publishup-42838},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-428387},
  pages     = {121 -- 135},
  year      = {2019},
  language  = {de}
}
@article{WachsWrightVazsonyi2019,
  author    = {Wachs, Sebastian and Wright, Michelle F. and Vazsonyi, Alexander Thomas},
  title     = {Understanding the overlap between cyberbullying and cyberhate perpetration},
  series = {Criminal Behavior And Mental Health},
  volume    = {29},
  journal   = {Criminal Behavior And Mental Health},
  number    = {3},
  publisher = {Wiley},
  address   = {Hoboken},
  issn      = {0957-9664},
  doi       = {10.1002/cbm.2116},
  pages     = {179 -- 188},
  year      = {2019},
  abstract  = {Background Problem behaviour theory postulates that different forms of norm violations cluster and can be explained by similar antecedents. One such cluster may include cyberbullying and cyberhate perpetration. A potential explanatory mechanism includes toxic online disinhibition, characterised by anonymity, an inability to empathise and to recognise and interpret social cues. The current study to develop a better understanding of the relationship between cyberhate and cyberbullying to inform effective intervention and prevention efforts. Aims To test the link between cyberbullying and cyberhate and whether this relationship was moderated by toxic online disinhibition. Methods Self-report questionnaires on cyberbullying, cyberhate, and toxic online disinhibition were completed by 1,480 adolescents between 12 and 17 years old (M = 14.21 years; SD = 1.68). Results Increases in cyberbullying perpetration and toxic online disinhibition were positively related to cyberhate perpetration. Furthermore, cyberbullies reported more cyberhate perpetration when they reported higher levels of toxic online disinhibition and less frequent cyberhate perpetration when they reported lower levels of toxic online disinhibition. Conclusion The current study provides evidence of a possible link between cyberbullying and cyberhate perpetration, moderated by toxic online disinhibition. This suggests that, to be effective, prevention and intervention programmes should (i) consider the co-occurrence of varying forms of cyberaggression and (ii) consider potential effects of the online environment on aggressive online behaviour among young people.},
  language  = {en}
}
@misc{WachsWrightSittichai2021,
  author    = {Wachs, Sebastian and Wright, Michelle F. and Sittichai, Ruthaychonnee},
  title     = {Correction: Associations between witnessing and perpetrating online hate in eight countries: The Buffering Effects of Problem-Focused Coping.},
  series = {International Journal Environmental Research and Public Health},
  volume    = {18},
  journal   = {International Journal Environmental Research and Public Health},
  number    = {3992},
  publisher = {MDPI},
  address   = {Basel},
  issn      = {1661-7827},
  doi       = {10.3390/ijerph18052609},
  pages     = {1 -- 2},
  year      = {2021},
  abstract  = {Kein Abstract vorhanden},
  language  = {en}
}
@article{WachsWright2019,
  author    = {Wachs, Sebastian and Wright, Michelle F.},
  title     = {The Moderation of online disinhibition and sex on the relationship between online hate victimization and perpetration},
  series = {Cyberpsychology, behavior and social networking},
  volume    = {22},
  journal   = {Cyberpsychology, behavior and social networking},
  number    = {5},
  publisher = {Liebert},
  address   = {New Rochelle},
  issn      = {2152-2715},
  doi       = {10.1089/cyber.2018.0551},
  pages     = {300 -- 306},
  year      = {2019},
  abstract  = {Online hatred based on attributes, such as origin, race, gender, religion, or sexual orientation, has become a rising public concern across the world. Past research on aggressive behavior suggests strong associations between victimization and perpetration and that toxic online disinhibition and sex might influence this relationship. However, no study investigated both the relationship between online hate victimization and perpetration and the potential moderation effects of toxic online disinhibition on this relationship. To this end, the present study was conducted. The sample consists of 1,480 7th to 10th graders from Germany. Results revealed positive associations between online hate victimization and perpetration. Furthermore, the results support the idea that toxic online disinhibition and sex, by way of moderator effects, affect the relationship between online hate victimization and perpetration. Victims of online hate reported more online hate perpetration when they reported higher levels of online disinhibition and less frequent online hate perpetration when they reported lower levels of toxic online disinhibition. Additionally, the relationship between online hate victimization and perpetration was significantly greater among boys than among girls. Taken together, our results extend previous findings to online hate involvement among adolescents and substantiate the importance to conduct more research on online hate. In addition, our findings highlight the need for prevention and intervention programs that help adolescents deal with the emerging issue of online hate.},
  language  = {en}
}
@article{WachsWhittleHamiltonGiachritsisetal.2018,
  author    = {Wachs, Sebastian and Whittle, Helen C. and Hamilton-Giachritsis, Catherine and Wolf, Karsten D. and Vazsonyi, Alexander T. and Junger, Marianne},
  title     = {Correlates of Mono- and Dual-Victims of Cybergrooming and Cyberbullying},
  series = {Cyberpsychology, behavior and social networking},
  volume    = {21},
  journal   = {Cyberpsychology, behavior and social networking},
  number    = {2},
  publisher = {Liebert},
  address   = {New Rochelle},
  issn      = {2152-2715},
  doi       = {10.1089/cyber.2016.0733},
  pages     = {91 -- 98},
  year      = {2018},
  abstract  = {Today's adolescents grow up using information and communication technologies as an integral part of their everyday life. This affords them with extensive opportunities, but also exposes them to online risks, such as cybergrooming and cyberbullying victimization. The aims of this study were to investigate correlates of cybergrooming and cyberbullying victimization and examine whether victims of both cybergrooming and cyberbullying (dual-cybervictims) show higher involvement in compulsive Internet use (CIU) and troubled offline behavior (TOB) compared to victims of either cybergrooming or cyberbullying (mono-cybervictims). The sample consisted of 2,042 Dutch, German, Thai, and U.S. adolescents (age = 11-17 years; M = 14.2; SD = 1.4). About every ninth adolescent (10.9 percent) reported either mono- or dual-cybervictimization. Second, both CIU and TOB were associated with all three types of cybervictimization, and finally, both CIU and TOB were more strongly linked to dual-cybervictimization than to both forms of mono-cybervictimization. These findings contribute to a better understanding of the associations between different forms of cybervictimization and psychological health and behavior problems among adolescents.},
  language  = {en}
}
@article{WachsWettsteinBilzetal.2022,
  author    = {Wachs, Sebastian and Wettstein, Alexander and Bilz, Ludwig and Gamez-Guadix, Manuel},
  title     = {Motivos del discurso de odio en la adolescencia y su relaci{\´o}n con las normas sociales},
  series = {Comunicar : revista cient{\´i}fica de comunicaci{\´o}n y educaci{\´o}n},
  volume    = {30},
  journal   = {Comunicar : revista cient{\´i}fica de comunicaci{\´o}n y educaci{\´o}n},
  number    = {71},
  publisher = {Grupo Comunicar},
  address   = {Huelva},
  issn      = {1134-3478},
  doi       = {10.3916/C71-2022-01},
  pages     = {9 -- 20},
  year      = {2022},
  abstract  = {Hate speech has become a widespread phenomenon, however, it remains largely unclear why adolescents engage in it and which factors are associated with their motivations for perpetrating hate speech. To this end, we developed the multidimensional "Motivations for Hate Speech Perpetration Scale" (MHATE) and evaluated the psychometric properties. We also explored the associations between social norms and adolescents' motivations for hate speech perpetration. The sample consisted of 346 adolescents from Switzerland (54.6\% boys; Mage=14; SD=0.96) who reported engagement in hate speech as perpetrators. The analyses revealed good psychometric properties for the MHATE, including good internal consistency. The most frequently endorsed subscale was revenge, followed by ideology, group conformity, status enhancement, exhilaration, and power. The results also showed that descriptive norms and peer pressure were related to a wide range of different motivations for perpetrating hate speech. Injunctive norms, however, were only associated with power. In conclusion, findings indicate that hate speech fulfills various functions. We argue that knowing the specific motivations that underlie hate speech could help us derive individually tailored prevention strategies (e.g., anger management, promoting an inclusive classroom climate). Furthermore, we suggest that practitioners working in the field of hate speech prevention give special attention to social norms surrounding adolescents.},
  language  = {es}
}
@article{WachsSchubarthBilz2018,
  author    = {Wachs, Sebastian and Schubarth, Wilfried and Bilz, Ludwig},
  title     = {Mobbing in der Schule},
  series = {Leistung und Wohlbefinden in der Schule: Herausforderung Inklusion},
  journal   = {Leistung und Wohlbefinden in der Schule: Herausforderung Inklusion},
  publisher = {Beltz Juventa},
  address   = {Weinheim},
  isbn      = {978-3-7799-4981-7},
  pages     = {121 -- 139},
  year      = {2018},
  language  = {de}
}
@article{WachsGamezGuadixWright2022,
  author    = {Wachs, Sebastian and Gamez-Guadix, Manuel and Wright, Michelle F.},
  title     = {Online hate speech victimization and depressive symptoms among adolescents},
  series = {Cyberpsychology, behavior and social networking},
  volume    = {25},
  journal   = {Cyberpsychology, behavior and social networking},
  number    = {7},
  publisher = {Liebert},
  address   = {New Rochelle},
  issn      = {2152-2715},
  doi       = {10.1089/cyber.2022.0009},
  pages     = {416 -- 423},
  year      = {2022},
  abstract  = {Online hate speech has become a widespread problem in the daily life of adolescents. Despite growing societal and academic interest in this online risk, not much is known about the relationship between online hate speech victimization (OHSV) and adolescents' mental well-being. In addition, potential factors influencing the magnitude of this relationship remain unclear. To address these gaps in the literature, this study investigated the relationship between OHSV and depressive symptoms and the buffering effects of resilience in this relationship. The sample consists of 1,632 adolescents (49.1\% girls) between 12 and 18 years old (M-age = 13.83, SDage = 1.23), recruited from nine schools across Spain. Self-report questionnaires were administered to assess OHSV, depressive symptoms, and resilience. Regression analyses revealed that OHSV was positively linked to depressive symptoms. In addition, victims of online hate speech were less likely to report depressive symptoms when they reported average or high levels of resilience (i.e., social competence, personal competence, structured style, social resources, and family cohesion) compared with those with low levels of resilience. Our findings highlight the need for the development of intervention programs and the relevance of focusing on internal and external developmental assets to mitigate negative outcomes for victims of online hate speech.},
  language  = {en}
}
@article{WachsCastellanosWettsteinetal.2023,
  author    = {Wachs, Sebastian and Castellanos, Melisa and Wettstein, Alexander and Bilz, Ludwig and Gamez-Guadix, Manuel},
  title     = {Associations between classroom climate, empathy, self-efficacy, and countering hate speech among adolescents},
  series = {Journal of interpersonal violence : concerned with the study and treatment of victims and perpetrators of physical and sexual violence},
  volume    = {38},
  journal   = {Journal of interpersonal violence : concerned with the study and treatment of victims and perpetrators of physical and sexual violence},
  number    = {5-6},
  publisher = {Sage Publ.},
  address   = {Thousand Oaks},
  issn      = {1552-6518},
  doi       = {10.1177/08862605221120905},
  pages     = {5067 -- 5091},
  year      = {2023},
  abstract  = {Although hate speech is widely recognized as an online phenomenon, very few studies have investigated hate speech among adolescents in offline settings (e.g., schools). At the same time, not much is known about countering hate speech (counterspeech) among adolescents and which factors are associated with it. To this end, the present study used the socio-ecological framework to investigate the direct and indirect links among one contextual factor (i.e., classroom climate) and two intrapersonal factors (i.e., empathy for victims of hate speech, self-efficacy regarding intervention in hate speech) to understand counterspeech among adolescents. The sample is based on self-reports of 3,225 students in Grades 7 to 9 (51.7\% self-identified as female) from 36 schools in Germany and Switzerland. Self-report questionnaires were administered to measure classroom climate, empathy, self-efficacy, and counterspeech. After controlling for adolescents' grade, gender, immigrant background, and socioeconomic status (SES), the 2-(1-1)-1 multilevel mediation analysis showed that classroom climate (L2), empathy for victims of hate speech (L1), and self-efficacy toward intervention in hate speech (L1) had a positive effect on countering hate speech (L1). Classroom climate (L2) was also positively linked to empathy for victims of hate speech (L1), and self-efficacy toward intervention in hate speech (L1). Furthermore, classroom climate (L2) was indirectly associated with countering hate speech (L1) via greater empathy (L1) and self-efficacy (L1). The findings highlight the need to focus on contextual and intrapersonal factors when trying to facilitate adolescents' willingness to face hate speech with civic courage and proactively engage against it.},
  language  = {en}
}
@article{WachsBilzNiproschkeetal.2018,
  author    = {Wachs, Sebastian and Bilz, Ludwig and Niproschke, Saskia and Schubarth, Wilfried},
  title     = {Bullying Intervention in Schools},
  series = {Journal of early adolescence},
  volume    = {39},
  journal   = {Journal of early adolescence},
  number    = {5},
  publisher = {Sage Publ.},
  address   = {Thousand Oaks},
  issn      = {0272-4316},
  doi       = {10.1177/0272431618780423},
  pages     = {642 -- 668},
  year      = {2018},
  abstract  = {To date, little has been known about teachers' success in bullying interventions. Thus, the present study analyzes how successfully teachers intervene in real bullying situations, based on an analysis of 1,996 reports by German students aged between 12 and 15 (49.2\% female) from 24 schools. Predictors of success included intervention strategy (authoritarian-punitive, supportive-individual, supportive-cooperative intervention), bullying form (physical, verbal, relational, cyber), and the student's bullying role (bully, victim, bystander) in the particular situation. Multilevel analyses showed that supportive-cooperative intervention strategies were the most successful in dealing with bullying in both the short and long term. In the long term, students evaluated teachers as being more successful in dealing with cyberbullying compared with physical bullying. Compared with students who observed bullying, students who perpetrated it were less likely to report that teachers' interventions were successful in the short term. Implications for bullying intervention, preservice teacher-training, and future research are discussed.},
  language  = {en}
}
@article{WachsBilzFischeretal.2017,
  author    = {Wachs, Sebastian and Bilz, Ludwig and Fischer, Saskia M. and Wright, Michelle F.},
  title     = {Do emotional components of alexithymia mediate the interplay between cyberbullying victimization and perpetration?},
  series = {International Journal of Environmental Research and Public Health},
  volume    = {14},
  journal   = {International Journal of Environmental Research and Public Health},
  number    = {12},
  publisher = {MDPI},
  address   = {Basel},
  issn      = {1660-4601},
  doi       = {10.3390/ijerph14121530},
  pages     = {11},
  year      = {2017},
  abstract  = {A substantial amount of research has revealed that cyberbully-victims have more emotional and behavioral problems than either cyberbullying victims or perpetrators. However, until now, little research has been conducted into the factors that contribute to the interplay between cyberbullying victimization and perpetration. The purpose of this study was to examine the relationship between cyberbullying victimization, perpetration, and two emotional components of alexithymia, namely difficulties in identifying and describing one's own feelings. Self-report questions were administered to 1549 adolescents between 12 and 18 years old (M = 14.51; SD = 1.68; 42.1\% (n = 652) male) from Germany and Thailand. Results showed that cyberbullying victimization and alexithymia are associated with cyberbullying perpetration. Moreover, alexithymia mediated the associations between cyberbullying victimization and adolescents' cyberbullying perpetration. Consequently, we suggest that the ability to describe and identify one's own feelings might be important for understanding the link between cyberbullying, victimization, and perpetration. The results may help develop prevention and intervention programs focused on reducing cyberbullying.},
  language  = {en}
}
@incollection{Wachs2017,
  author    = {Wachs, Sebastian},
  title     = {Cybermobbing},
  series = {Gewalt und Mobbing an Schulen : wie sich Gewalt und Mobbing entwickelt haben, wie Lehrer intervenieren und welche Kompetenzen sie brauchen},
  booktitle = {Gewalt und Mobbing an Schulen : wie sich Gewalt und Mobbing entwickelt haben, wie Lehrer intervenieren und welche Kompetenzen sie brauchen},
  editor    = {Bilz, Ludwig and Schubarth, Wilfried and Dudziak, Ines and Fischer, Saskia M. and Niproschke, Saskia and Ulbricht, Juliane},
  publisher = {Klinkhardt},
  address   = {Bad Heilbrunn},
  isbn      = {978-3-7815-2095-0},
  publisher      = {Universit{\"a}t Potsdam},
  pages     = {73 -- 85},
  year      = {2017},
  language  = {de}
}
@book{vonRochowSchmitt1995,
  author    = {von Rochow, Friedrich Eberhard and Schmitt, Hanno},
  title     = {Der Kinderfreund : ein Lesebuch zum Gebrauch in Landschulen},
  series = {Quellen und Studien zur Berlin-Brandenburgischen Bildungsgeschichte},
  volume    = {1},
  journal   = {Quellen und Studien zur Berlin-Brandenburgischen Bildungsgeschichte},
  editor    = {Schmitt, Hanno and Tosch, Frank},
  publisher = {Univ.},
  address   = {Potsdam},
  pages     = {118 S.},
  year      = {1995},
  language  = {de}
}
@book{vonRochow2006,
  author    = {von Rochow, Friedrich Eberhard},
  title     = {Der Kinderfreund : ein Lesebuch ; zweiter Teil},
  series = {Quellen und Studien zur Berlin-Brandenburgischen Bildungsgeschichte},
  volume    = {3},
  journal   = {Quellen und Studien zur Berlin-Brandenburgischen Bildungsgeschichte},
  editor    = {Tosch, Frank},
  publisher = {Weidler},
  address   = {Berlin},
  pages     = {223 S.},
  year      = {2006},
  language  = {de}
}
@article{VollmeyerRheinberg2004,
  author    = {Vollmeyer, Regina and Rheinberg, Falko},
  title     = {Influence de la motivation sur l{\"i}apprentissage d{\"i}un syst{\`e}me lin{\´e}aire},
  issn      = {1705-0065},
  year      = {2004},
  language  = {en}
}
@misc{Vogel2007,
  type      = {Master Thesis},
  author    = {Vogel, Nicole},
  title     = {„...das ist mein gr{\"o}ßter Druck" : eine empirische Untersuchung zum Umgang mit Handlungsdilemmata von Sozialarbeiter/innen in der Jugendberufshilfe},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus-16478},
  school      = {Universit{\"a}t Potsdam},
  year      = {2007},
  abstract  = {Die sozialen Sicherungs- und F{\"u}rsorgesysteme in Deutschland befinden sich in einem radikalen Umbau im Sinne eines neoliberalen Gesellschaftsmodells mit der Folge, dass sich die gesellschaftlichen Widerspr{\"u}che und Konflikte zuspitzen. Gleichzeitig weisen die aktuellen Debatten in der Sozialen Arbeit darauf hin, dass die gesellschaftlichen, und damit strukturellen, Widerspr{\"u}che in deren Mitte angekommen sind. Sie manifestieren sich u.a. in Handlungsdilemmata, mit denen die Sozialarbeiter/innen in ihrem Berufsalltag und in ihrer p{\"a}dagogischen Praxis konfrontiert sind und auf die sie reagieren (m{\"u}ssen). Hier liegt auch der Ausgangspunkt der vorliegenden Arbeit. Es wird der Frage nachgegangen, welche Strategien die in der Jugendberufshilfe t{\"a}tigen Sozialarbeiter/innen bei der Konfrontation mit sich widersprechenden Handlungsanforderungen entwickeln, die sich aus den institutionellen und gesellschaftlichen Rahmenbedingungen einerseits und der sozialp{\"a}dagogischen Berufspraxis andererseits ergeben. Von besonderem Interesse ist die Frage, welche Probleme und Handlungsdilemmata {\"u}berhaupt von den Sozialarbeiter/innen wahrgenommen werden. Der Fokus dieser Arbeit liegt auf der Jugendsozialarbeit, und insbesondere auf der Jugendberufshilfe, als demjenigen Teil des sozialen Sicherungssystems, der sich speziell an individuell beeintr{\"a}chtigte und sozial benachteiligte Jugendliche richtet und an ihrer {\"U}bergangsproblematik ansetzt. Dem qualitativen Forschungsansatz der grounded theory folgend werden zwei Fallanalysen von Sozialarbeiterinnen durchgef{\"u}hrt, die als Beraterinnen am {\"U}bergang Schule - Beruf t{\"a}tig sind. Die Ergebnisse weisen darauf hin, dass die Umgangsformen mit Handlungsdilemmata in einem engen individuellen, institutionellen sowie gesellschaftlichen Kontext stehen, da sie stets gleichsam eine individuelle, institutionelle und gesellschaftliche Funktion erf{\"u}llen.},
  language  = {de}
}
@article{VockWeigandPreckeletal.2021,
  author    = {Vock, Miriam and Weigand, Gabriele and Preckel, Franzis and Fischer, Christian and K{\"a}pnick, Friedhelm and Perleth, Christoph and Wollerstein, Werner},
  title     = {Wissenschaftlicher Hintergrund des LemaS-Projekts},
  series = {Leistung macht Schule : F{\"o}rderung leistungsstarker und potenziell besonders leistungsf{\"a}higer Sch{\"u}lerinnen und Sch{\"u}ler},
  journal   = {Leistung macht Schule : F{\"o}rderung leistungsstarker und potenziell besonders leistungsf{\"a}higer Sch{\"u}lerinnen und Sch{\"u}ler},
  edition   = {2},
  publisher = {Beltz},
  address   = {Weinheim},
  isbn      = {978-3-40725-883-0},
  pages     = {23 -- 30},
  year      = {2021},
  language  = {de}
}
@article{VockPenkKoeller2014,
  author    = {Vock, Miriam and Penk, Christiane and Koeller, Olaf},
  title     = {Who skips a grade? Findings concerning grade acceleration in German schools},
  series = {Psychologie in Erziehung und Unterricht : Zeitschrift f{\"u}r Forschung und Praxis},
  volume    = {61},
  journal   = {Psychologie in Erziehung und Unterricht : Zeitschrift f{\"u}r Forschung und Praxis},
  number    = {3},
  publisher = {Reinhardt},
  address   = {M{\"u}nchen},
  issn      = {0342-183X},
  doi       = {10.2378/peu2013.art22d},
  pages     = {153 -- 164},
  year      = {2014},
  abstract  = {This study examines how often and in which form students use the option of gradeskipping in Germany and what characterizes those students. The database was derived from a sample of N = 4,103 students (grades 8-10), who were tested within the standardisation process of the national educational standards in mathematics. For these students data existed on their mathematical competence (educational standard items) and intelligence (subtests word analogies and figural analogies of the KFT 4-12 + R). Furthermore, we identified n = 33 (0,8\%) students by questionnaire, who had already skipped one grade. Those accelerated students are predominantly boys, had skipped the grade during their first years at school and performed only slightly above-average on two cognitive ability scales. At the time the survey was conducted, 39\% did not attend a Gymnasium and 34 \% had to repeat one grade after having been accelerated. While they report average grades in relation to their peers, their mathematical competence is well above average.},
  language  = {de}
}
@article{VockGronostajKretschmannetal.2022,
  author    = {Vock, Miriam and Gronostaj, Anna and Kretschmann, Julia and Westphal, Andrea},
  title     = {Wie bewerten begabte und leistungsstarke Jugendliche in separaten Spezialklassen ihren Unterricht?},
  series = {Zeitschrift f{\"u}r Erziehungswissenschaft},
  volume    = {25},
  journal   = {Zeitschrift f{\"u}r Erziehungswissenschaft},
  publisher = {Springer},
  address   = {Wiesbaden},
  issn      = {1434-663X},
  doi       = {10.1007/s11618-022-01118-8},
  pages     = {1151 -- 1173},
  year      = {2022},
  abstract  = {Leistungsstarke und besonders begabte Sch{\"u}ler*innen werden im Unterricht oft nicht gen{\"u}gend gefordert. In speziellen Klassen f{\"u}r besonders Leistungsstarke und Begabte kann der Unterricht st{\"a}rker auf die Lernm{\"o}glichkeiten dieser Gruppe zugeschnitten werden. Spezialklassen gelten insgesamt als leistungsf{\"o}rderlich, Studien zur Unterrichtsqualit{\"a}t sind bisher jedoch rar. In dieser Studie wird untersucht, wie Sch{\"u}ler*innen der Leistungs- und Begabungsklassen (LuBK) im Land Brandenburg die Qualit{\"a}t ihres Unterrichts in Deutsch und Mathematik im Vergleich zu Sch{\"u}ler*innen von Regelklassen einsch{\"a}tzen. Die Datenbasis bilden N = 3371 Sch{\"u}ler*innen der 8. und 10. Jahrgangsstufe aus 33 Schulen. Mittels Frageb{\"o}gen wurden Merkmale der Unterrichtsqualit{\"a}t nach dem QuAIT-Modell erfragt; die Datenanalyse erfolgte mit regressionsanalytischen Mehrebenenmodellen. Die Sch{\"u}ler*innen der LuBK bewerten die Qualit{\"a}t ihres Unterrichts {\"u}berwiegend positiver als die Sch{\"u}ler*innen der Regelklassen, Defizite zeigen sich jedoch in beiden Klassentypen bei den Qualit{\"a}tsmerkmalen der inneren Differenzierung und der Mitsprache bei Unterrichtsthemen.},
  language  = {de}
}
@article{Vock2021,
  author    = {Vock, Miriam},
  title     = {Akzeleration - schneller durch die Schule?},
  series = {Handbuch Begabung},
  journal   = {Handbuch Begabung},
  publisher = {Beltz},
  address   = {Weinheim},
  isbn      = {978-3-40725-886-1},
  pages     = {319 -- 332},
  year      = {2021},
  language  = {de}
}
@book{Veil1996,
  author    = {Veil, Mechthild},
  title     = {Sozialpolitik aus feministischer Sicht},
  editor    = {Jacobi, Juliane and Gerhard, Ute},
  year      = {1996},
  language  = {de}
}
@article{ValtinWatsonFlitner1998,
  author    = {Valtin, Renate and Watson, Alan and Flitner, Elisabeth},
  title     = {"Was ich nur meinem Freund, nicht meiner Mutter erz{\"a}hle" : zur Entwicklung und Bedeutung des Geheimnisses bei Kindern},
  isbn      = {3-8017-0990-6},
  year      = {1998},
  language  = {de}
}
@article{UrtonBoernetRinglebWilbert2018,
  author    = {Urton, Karolina and B{\"o}rnet-Ringleb, Moritz and Wilbert, J{\"u}rgen},
  title     = {Gestaltung eines inklusiven Schulklimas als Schulentwicklungsaufgabe},
  series = {Inklusive Schul- und Unterrichtsentwicklung : vom Anspruch zur erfolgreichen Umsetzung},
  journal   = {Inklusive Schul- und Unterrichtsentwicklung : vom Anspruch zur erfolgreichen Umsetzung},
  publisher = {Kohlhammer},
  address   = {Stuttgart},
  isbn      = {978-3-17-032719-1},
  pages     = {60 -- 75},
  year      = {2018},
  language  = {de}
}
@phdthesis{Urton2016,
  author    = {Urton, Karolina},
  title     = {Inklusion als Schulentwicklungsaufgabe},
  school      = {Universit{\"a}t Potsdam},
  pages     = {115},
  year      = {2016},
  language  = {de}
}
@article{UngerDibiasi2017,
  author    = {Unger, Martin and Dibiasi, Anna},
  title     = {Aktuelle Debatten im {\"o}sterreichischen Hochschulsystem},
  series = {Potsdamer Beitr{\"a}ge zur Hochschulforschung},
  journal   = {Potsdamer Beitr{\"a}ge zur Hochschulforschung},
  number    = {3},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  isbn      = {978-3-86956-399-2},
  issn      = {2192-1075},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-399749},
  pages     = {223 -- 240},
  year      = {2017},
  language  = {de}
}
@article{UlbrichtSchubarth2017,
  author    = {Ulbricht, Juliane and Schubarth, Wilfried},
  title     = {Praktika aufwerten - aber wie?},
  series = {Potsdamer Beitr{\"a}ge zur Hochschulforschung},
  journal   = {Potsdamer Beitr{\"a}ge zur Hochschulforschung},
  number    = {3},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  isbn      = {978-3-86956-399-2},
  issn      = {2192-1075},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-399672},
  pages     = {87 -- 100},
  year      = {2017},
  language  = {de}
}
@incollection{Ulbricht2017,
  author    = {Ulbricht, Juliane},
  title     = {Exkurs: Lehrerhandeln bei Gewalt und Mobbing - angehende, berufseinsteigende und erfahrene Lehrkr{\"a}fte im Vergleich},
  series = {Gewalt und Mobbing an Schulen : wie sich Gewalt und Mobbing entwickelt haben, wie Lehrer intervenieren und welche Kompetenzen sie brauchen},
  booktitle = {Gewalt und Mobbing an Schulen : wie sich Gewalt und Mobbing entwickelt haben, wie Lehrer intervenieren und welche Kompetenzen sie brauchen},
  editor    = {Bilz, Ludwig and Schubarth, Wilfried and Dudziak, Ines and Fischer, Saskia M. and Niproschke, Saskia and Ulbricht, Juliane},
  publisher = {Klinkhardt},
  address   = {Bad Heilbrunn},
  isbn      = {978-3-7815-2095-0},
  publisher      = {Universit{\"a}t Potsdam},
  pages     = {129 -- 143},
  year      = {2017},
  language  = {de}
}
@phdthesis{Ulbricht,
  author    = {Ulbricht, Juliane},
  title     = {Gewalt und Mobbing an Schulen als Thema in der Lehrerausbildung},
  publisher = {wvb Wissenschaftlicher Verlag Berlin},
  address   = {Berlin},
  isbn      = {978-3-96138-098-5},
  school      = {Universit{\"a}t Potsdam},
  pages     = {421},
  abstract  = {Wie werden angehende Lehrpersonen durch die Lehrerausbildung auf das Handeln in schulischen Gewalt- und Mobbing­situationen vorbereitet? {\"U}ber welche Kompetenzen im Um­gang mit Gewalt und Mobbing an Schulen verf{\"u}gen angehende Lehrpersonen? Trotz der zentralen Rolle von Lehrpersonen bei der Pr{\"a}vention und Intervention von Gewalt und Mobbing lieferte die Forschung auf diese Fragen bislang kaum Antworten. Die vorliegende Studie untersucht subjektive Kompetenzeinsch{\"a}tzungen von Lehramtsstudierenden und Referendaren im Umgang mit Gewalt und Mobbing an Schulen und identifiziert individuelle und institutionelle Einflussfaktoren f{\"u}r deren Erwerb in der Lehrerausbildung. Aus den Ergebnissen werden Empfehlungen f{\"u}r die F{\"o}rderung entsprechender Handlungskompetenzen sowie eine Strategie zur nachhaltigen Implementierung von Gewaltpr{\"a}vention und -intervention als Querschnittsthema in alle Phasen der Lehrerbildung abgeleitet. Den Kern bildet dabei die Entwicklung eines Curriculums „Gewaltpr{\"a}vention und -intervention".},
  language  = {de}
}
@incollection{Ulbricht,
  author    = {Ulbricht, Juliane},
  title     = {Pr{\"a}vention von Aggression und Gewalt - Folgerungen f{\"u}r die Lehrerbildung},
  publisher = {Klinkhardt},
  address   = {Bad Heilbrunn},
  isbn      = {978-3-8252-8580-7},
  pages     = {600 -- 613},
  language  = {de}
}
@article{UhlendotffPrengel2013,
  author    = {Uhlendotff, Harald and Prengel, Annedore},
  title     = {Forschungsperspektiven quantitativer Methoden im Verh{\"a}ltnis zu qualitativen Methoden},
  series = {Handbuch qualitative Forschungsmethoden in der Erziehungswissenschaft},
  journal   = {Handbuch qualitative Forschungsmethoden in der Erziehungswissenschaft},
  edition   = {4., durchges. Aufl.},
  publisher = {Beltz Juventa},
  address   = {Weinheim},
  isbn      = {978-3-7799-0799-2},
  pages     = {137 -- 149},
  year      = {2013},
  language  = {de}
}
@article{UhlendorffSeidel2001,
  author    = {Uhlendorff, Harald and Seidel, Andreas},
  title     = {Schule in Ostdeutschland aus elterlicher Sicht},
  year      = {2001},
  language  = {de}
}
@article{UhlendorffPrengel2010,
  author    = {Uhlendorff, Harald and Prengel, Annedore},
  title     = {Forschungsperspektiven quantitativer Methoden im Verh{\"a}ltnis zu qualitativen Methoden},
  isbn      = {978-3-7799-0793-0},
  year      = {2010},
  language  = {de}
}
@article{UhlendorffOswald2003,
  author    = {Uhlendorff, Harald and Oswald, Hans},
  title     = {Freundeskreise und Cliquen im fr{\"u}hen Jugendalter},
  year      = {2003},
  language  = {de}
}
@article{UhlendorffKrappmannOswald1997,
  author    = {Uhlendorff, Harald and Krappmann, Lothar and Oswald, Hans},
  title     = {Familie in Ost- und West-Berlin : Erziehungseinstellungen und Kinderfreundschaften},
  year      = {1997},
  language  = {de}
}
@article{UhlendorffKrappmann1999,
  author    = {Uhlendorff, Harald and Krappmann, Lothar},
  title     = {Kinderfreundschaften und Freundschaftskonzept},
  issn      = {1435-4594},
  year      = {1999},
  language  = {de}
}
@article{UhlendorffArteltKrappmann2001,
  author    = {Uhlendorff, Harald and Artelt, Cordula and Krappmann, Lothar},
  title     = {Selbstverantwortung von Kindern und kontrollierende Erziehungseinstellungen in Ein- und Zwei-Eltern-Familien},
  year      = {2001},
  language  = {de}
}
@article{Uhlendorff2004,
  author    = {Uhlendorff, Harald},
  title     = {Familie und Familienorinentierung in Ostdeutschland},
  isbn      = {83-7308-335-9},
  year      = {2004},
  language  = {de}
}
@article{Uhlendorff2004,
  author    = {Uhlendorff, Harald},
  title     = {Warum ist der beliebt und ich nicht? Beliebtheit und Ablehnung unter Kindern und Jugendlichen},
  year      = {2004},
  language  = {de}
}
@article{Uhlendorff2004,
  author    = {Uhlendorff, Harald},
  title     = {After the wall: Parental attitudes to child rearing in East and West Germany},
  year      = {2004},
  abstract  = {In the years following German reunification, East and West German parents (282 mothers and 207 fathers) were interviewed about attitudes to the rearing of their 7- to 13-year-old children and about their social networks. Path analyses show that East German parents engage in more protective and less permissive parenting, and that East German fathers raise their children in a more traditional and authoritarian manner than their West German counterparts. In part, these differences can be attributed to the strong family orientation of East German parents (many and intensive kinship relations, few friends). Further analyses show that corollaries of the social upheavals in East Germany, namely closer cohesion of the immediate family and a decrease in the social support provided by the extrafamilial environment, are associated with protective attitudes to parenting and hence with the tendency to limit children's freedom of decision-making},
  language  = {en}
}
@article{Uhlendorff2003,
  author    = {Uhlendorff, Harald},
  title     = {Großeltern und Enkelkinder : sozialwissenschaftliche Perspektiven und Forschungsergebnisse hinsichtlich einer selten untersuchten Beziehung},
  year      = {2003},
  language  = {de}
}
@article{Uhlendorff2003,
  author    = {Uhlendorff, Harald},
  title     = {Family and family orientiation in East Germany},
  isbn      = {0-714-653-772},
  year      = {2003},
  language  = {en}
}
@book{Uhlendorff1995,
  author    = {Uhlendorff, Harald},
  title     = {Soziale Integration in den Freundeskreis},
  series = {Materialien aus der Bildungsforschung},
  volume    = {52},
  journal   = {Materialien aus der Bildungsforschung},
  publisher = {Max-Planck-Inst. f{\"u}r Bildungsforschung},
  address   = {Berlin},
  isbn      = {3-87985-044-5},
  pages     = {130 S.},
  year      = {1995},
  language  = {de}
}